Maintaining Classroom Discipline
BY CONTRASTING METHODS OF HANDLING THE SAME CLASS, TECHNIQUES ARE SHOWN FOR SECURING CLASS DISCIPLINE & STIMULATING THE INTEREST OF STUDENTS.
Ken Smith sez: Mr. Grimes is an "old sour puss" who hates "confusion and disorder." His bratty students keep acting up, but the narrator explains that the kids' bad behavior is actually Mr. Grimes' fault, since he has created "undesirable learning situations." Mr. Grimes punishes some of the little monsters, but the narrator asks, "Aren't you covering up a symptom of your own deficiency?" Oh, brother. Mr. Grimes learns new teaching methods and becomes a quick-witted, respected pal to the kids. The kids come over to his side almost instantaneously and everything is peachy keen.
CLASSROOMS TEACHERS STUDENTS DISCIPLINE
Subject: Beginning of the end of Education in the US
Subject: Solve this Analogy
D. The Ultimate Fighting Championship
I know--I taught in inner-city Los Angeles Schools for 20 years, and am the author of Classroom Discipline 101: How to Get Control of Any Classroom No Matter How Tough the Students.
Yeah, this is a commercial, one that saves teaching careers. Check me out at www.classroomdiscipline101.com
Subject: How not to teach anything
I am keen on good manners and good class conduct but when the problem comes from the teaching methods that has to be corrected first. Even then this teacher has lost his credibility and would not ever find class confidence again.
Subject: Still a good after 58 years!
Subject: Excellent Message
1. The vast majority of behaviour problems in the classrom involve minor breaches of discipline.
2. These incidents originate in the classroom situation itself and are within the control of the teacher.
3. Disciplinary problems in the classroom are symptoms of underlying weaknesses in total learning situation.
I love using this with teachers - who love it too - and the classic voice tone of the commentator is a bonus!
co-author Improving School Behaviour.
Subject: 4 detentions for you!! (finger wag)
Subject: "symptoms of underlying weaknesses in total learning situations"